Induction-Ph -II

( IP-2)
Week- 1&2

Name of the trainee Prof Nilam B Panchal

S. No. (Attan. Sheet)
Institute name and Government Engineering College, Modasa
Address
Prog , week Induction programme Ph- II , WEEK- 1 & 2
Program code IP 08
Training location NITTTR, Bhopal
Duration

26 July - 06 August 2021

Faculty: week-I Mr.Deepak Singh, Mrs.Anjana Tiwari, Mr.P.k.Purohit

Faculty: week-2 Mr.Atul Mishra, Mr.R.K.Kapoor,Mr.Hussain Jeevakhan

NATIONAL INSTITUTE OF TECHNICAL TEACHERS’ TRAINING & RESEARCH

(NITTTR)
Bhopal
 Week One
List of Individual Learning Portfolio

Sl.
Task No. Task output
No.
Design a sample question paper of a course of your
programme following the specification table. Please
1. prepare the specification table as per the format below.
Task – 11
Design the question paper by formulating the multiple
choice questions, short answer questions and structured
questions of the identified course.

2.
Task – 12 Design of Rubrics for Performance Assessment

3. Task – 13 Creative Problem solving and problem-based Learning

a) Design a ‘conventional’ laboratory Practical along with

4. assessment scheme to develop the industry skill and
Task – 14
the pre-determined CO
b) Develop a Rubric to assess laboratory related outcome.

Task – 15

5. Prepare a brief plan for effective Industry- Institute

partnership

Task – 16
6.
Project methods of learning

Task – 17

7. Task description: You are required to carry out curriculum

analysis for effective implementation of the subject which
you are teaching or you have taught. Please do for three
topics only
 Week Two
List of Individual Learning Portfolio

Sl.
Task No. Task output
No.

8. Task – 18 E content Development.

9. Identify relevant content from the identified course for Role

Task – 19
play/ games w.r.t. PO's, PSO's, competencies and CO's

10. Task – 20 Case Study Method

11. Co-curricular Activity

Task – 21

Task – 22

12.
Prepare a brief plan for effective industrial training

13. Task – 23 Prepare a self-professional development plan. Present and

then Submit it
Task – 24

14.
Professional Ethics and Values
 Task - 11
Design a sample question paper of a course of your programme following the specification table. Please
prepare the specification table as per the format below. Design the question paper by formulating the
multiple choice questions, short answer questions and structured questions of the identified course.

1. Name of the participant : Nilam B. Panchal

2. Email address of the participant : [email protected]
3. Name of the Institution : Government engineering college, modasa
4. Course Title : Microprocessor & Microcontroller Applications
5. Course Outcomes :

● Distinguish Microprocessors, microcontrollers and PLC based control systems

● Maintain microprocessor-based systems.
● Maintain microcontroller-based systems
● Maintain PLC-based systems.
● Maintain SCADA-based systems

Suggested Specification Table

Unit Cos Unit Titles Marks Distribution Total

Number Marks

R U A

I CO-1, Control Systems components 4 4 4 12

CO-2,
CO-3,
CO-4,
CO-5
II Basics of Microprocessor 3 4 8 15
 III Basics of Microcontroller 8051 3 6 6 15

IV Microprocessor & Microcontroller 2 7 6 15

Applications

V Progammable logic control and 4 3 6 15

scada

Total 16 24 30 70

Legend: R: Remember, U: Understand, A: Apply and above

Question Paper
Course: Microprocessor & Microcontroller Applications
Duration : 30 Mins
Instructions : 1)Make suitable assumptions wherever necessary.
2) Figures to the right indicate full marks.
3) Attempt all questions
Max. Marks : 20
 Answer the following questions (2 Mark each)
Supply type(Short answer) Level
Unit No. CO
Q. Questions ( R, U,
No. A)
Enlist any two differences between open loop and
1 I 1 R
close loop control systems.
Elaborate the effect of execution after following
2 instructions: II 2 U
(1) MVI A,25h (2) INX H
Answer the following questions (06 Mark)
Unit No.
Supply type(Structured Answer) Level
CO
Q. Questions ( R, U, A)
No.
1 Draw internal architecture of 8085 Microprocessor.(4)
Discuss the function of the following blocks of
architecture:
II 2 U
(1) ALU(2)
(2) StackPointer(2)
(3) Accumulator(2)
Answer the following questions (5 Marks
Unit No.
Each ) Supply type( Numerical Answer) Level
CO
( R, U, A)
Q. Questions
No
1 Interface seven segment LED display with 8051 kit
III 5 A
2 Use arithmetic function of PLC for a typical application. V 5 A

Induction Training Programme Phase-2, Week-1

● Title of Assignment : Design of Rubrics for Performance Assessment

Maximum Marks: 06
● Name of the Participant : Nilam B. Panchal
● E-mail Address : [email protected]
● Task No. : 12
● Performance Assessment Task Title: Microprocessor & Controller Applications(Practical Exam)

● Attainment of COs : 1.97

Design of Rubrics for Performance Assessment

S.No Criteria of Descriptive Rating Scale on Performance

. Performanc Excellent Very Good Good Fair Remark
e Performance Performance Performance Performanc s ( if
(Checklist
e any)
of
Performanc
 e)
1. Set-up and • All • All • Set-up of • Set-up of
Equipment equipment is equipment
equipment equipment
Care generally is not
accuratelyplac accuratelyplac
ed ed accurate with 1 accurate,
• All • All or 2 smalldetails help
necessary necessary that need isrequired
supplies on supplies on refinement with several
hand hand • All necessary majordetails
• Very neat supplies onhand • Many
and necessary
organized supplies have
to be
searchesout
2. Follow the • Demonstrates • Demonstrates • Demonstrate • Lacks
sequence of very good sound knowledge s the
Procedure knowledge of the of labprocedures goodknowledge appropria
labprocedures • Will of the lab te
• Gladly helps discusswith peers procedures knowledg
other students to to solve problems • Will ask e of the
follow procedures in procedures peers for help lab
• Thoroughly • Carefully with problems procedure
in lab s
and carefully follows eachstep
• Often
follows each procedures
requires help
step before • Works to
from the
moving on to follow each step
teacher to
next step before moving
even
on to the
complete
nextstep basic
procedures

3. Result after • Confidence • Accuracy in result • Accuracy in • No result no

execution of • Confidence of result Accuracy
Accuracy accuracy • Reasonable • No
• In Time Result confidence of Confidence
• Quick to accuracy no Accuracy
reach the • More time to • Need more
result reach the result practice
• Accuracy in session
result
4. Clean up/ wind • Doing nicely • Doing nicely • Missing some • Not Doing
up • No need of • No need of help skills • Lazy
after experiment help • Reminder needed • Need help from approach
other classmates
• Helping • Reminder is
subordinates needed
 National institute of Technical Teachers‘ Training and Research, Bhopal
Induction training programme Phase-II Week-I Day-2

Task 13: Creative Problem solving and problem-based Learning

Maximum Marks 5

Name of the participant: Nilam B. Panchal

Designation: Assistant Professor
Name of the institute: Government Engineering College, Modasa
1. Identify a problem in your curriculum which requires creative solution:
2. Write steps of solving the identified problem: A renewable energy source like solar energy have
to expand as a new start up or business to minimize air pollution and also to save energy.
3. Organization for implementation: prepare action plan in the given format

S No Activity Duration Resources

(Men, Material, Machine,
Money)
1. Identify, 6 month Material will affect like oil
characterize and money
quantify the
expected key
market that will
affect the
company’s
business

6 month

2. Identify, Men power for technical

characterize and updates
quantify the key
investments and
technical updates
that the company
will require.

1 year Advancement in solar

technology
3. Characterize the
current and future
regulatory
framework in the
sector where the
company
operates.

6 month Commercial strategy and

forcast
4. Analyze the
company’s current
business plan;
assess risks,
recommended
potential
improvements.
Name of the Participant- Nilam B. Panchal Roll Number -

Individual Task 14:

 c) Design a ‘conventional’ laboratory Practical along with assessment scheme to develop the
industry skill and the pre-determined CO

I. Practical Significance: The Student would be able to apply the concepts; those are covered
in class. The all three domains of learning will be enriched within the students regarding the
subject.
II. Relevant Program Outcomes (POs) : PO1- Basic knowledge

PO4- Experiments and practice

III. Competency and Practical Skills :

a. Machine handling skills

i. Handling of kit and collecting kit from laboratory store.

ii. Uncover the kit
iii. Connecting to supply
iv. Pressing the keys carefully, while programming
 v. Disconnect the supply and cover the kit and submit at laboratory store.

b. Interpretation skills

i. Interpret the problem statement given in laboratory session.

ii. Interpretation of result after program execution.

c. Programming skills

i. Develop the flow chart based on classroom practices for given number.

ii. Write assembly language program using mnemonics.

iii. Convert the assembly language program into machine code.
 d. Operating skills

i. Load the program in kit using machine code in specified sequence of

the kit operator.

ii. Verify the program sequence again.

iii. Execute the program.
iv. Verify the result.

IV. Relevant Course Outcome(s): Use 8085 Microprocessor.

V. Practical Outcome:Execute 8-bit addition on 8085 Microprocessor kit.

VI. Relevant Affective domain related Outcome(s): The student will be able to handle
 microprocessor based equipment carefully.

VII. Minimum Theoretical Background:

● Functional diagram of 8085 microprocessor
● Basic programming skills

I. Practical set-up: Simple experimental set up with kit and power supply in laboratory.

II. Resources Required :

Sr Equipment
Specification Quantity Remarks
. /Instrument
N
o

1 8085
 Microprocesso Standard kit 1 -
r Kit

III. Precautions to be Followed:

● Don’t let the kit unattended.

● Turn off the kit after experiment

IV. Procedure :
V.

Step by step procedure to load and run program:

1. Plug the supply and turn on the kit.

2. Press EXMEM ↵
3. Enter the starting memory location.
4. Press MEMC NEXT ↵
5. Load the machine code sequentially using MEMC NEXT ↵
 6. Press . FILL↵

Next load the desired data for addition

7. Press EXMEM ↵

8. Load next two memory locations with desired number. Fill

9. Press Fill
10. Press GO

11. Initial memory

12. Press . FILL ↵

location
 Step to verify the output in accumulator:

1. Press SHIFT
2. Press EXREG
3. Press A
4. Press MEMC NEXT ↵

Step to verify the output in next memory location:

1. Press SHIFT
2. Press EXMEM
3. Press UPCOMING MEMORY LOCATION
4. Press MEMC NEXT ↵

VI. Resources Used

Sr Equipment
Specification Quantity Remarks
 . /Instrument
N
o

1 8085

Microprocesso Standard kit 1 -

r Kit

VII.
VIII.
IX.
X.

XI. Observations and Calculations (use blank sheet provided if space not sufficient):

Step to verify the output in accumulator:

 ● Press SHIFT
● Press EXREG

Press MEMC NEXT ↵

● Press A
●

Step to verify the output in next memory location:

● Press SHIFT

● Press EXMEM

● Press MEMC NEXT ↵

● Press UPCOMING MEMORY LOCATION

XII. Results

a. First 8-bit number is :

b. Second 8-bit number is :
c. Result in Accumulator after execution :
 i.

d. Data in next to last memory location of program after execution:

XIII. Interpretation of Results:

1. Theoretical addition of the said two numbers are :

2. The content in accumulator after execution is :
3. The content in next to last memory location of the program is:

The data are stored in two registers are added and result is
stored in accumulator and that would be also verified with the next to last
memory location of the program.

XIV. Conclusions:
 1. The experimental value and the theoretical value of the result is verified with
accumulator data and also in memory location.

2. The same method can be implemented for any developed program.

XV. Practical Related Questions :

1. If any program is executed previously and reset is not done, verify the result
of last program.

2. Execute the program for subtraction of two 8-bit numbers on the kit.

XVI. Suggested Assessment Scheme

S. No. PERFORMANCE INDICATORS (PROCESS) Weightage in %

1 Handling of kit with care 20

2 Following steps of kit operation in correct 25

Sequence

3 Feeding the right data / machine code to the kit 25

4 Wrap up of kit after execution 10

PERFORMANCE INDICATORS (PRODUCT)

5 Able to verify correctness of data into accumulator 5

6 Able to verify correctness of data into memory

5
Location
7 Interpretation of result 5

8 Conclusion and recommendations 5

Total 100

d) Develop a Rubric to assess laboratory related outcome.

Criteria of Descriptive Rating Scale on

Performance
 Performance
Excellen Very Remar
(Check list
t Good ks ( if
of
Performan Performan any)
ce ce

Good Fair
Performance Performance
Performance
)

Result • Accuracy • Accurac • Accuracy in result • No

after in result y in result result /No
executio accuracy
n

• Reasona
• Confidence • Confidence ble
of accuracy of accuracy confidence • No confidence
of of accuracy
accuracy

• Quick to • In time
reach the to result • Need more
result • More time to practice sessions.
reach the result

NATIONAL INSTITUTE OF TECHNICAL TEACHERS TRAINING & RESEARCH

ONLINE INDUCTION TRAINING PROGRAMME PHASE II

Task 15: Prepare a brief plan for effective Industry- Institute partnership
NAME-Nilam B. Panchal
DEPARTMENT- Electrical Engineering
INSTITUTE- Government Engineering College,Modasa
CITY &STATE :Modasa, Gujarat
 QI. LIST 4 INDUSTRIES OF YOUR BRANCH FOR IIP IN COLUMN 2 OF TABLE- 1MARK
Q2. IDENTIFY THE COURSE & SEM IN COLUMN 3 AND TOPIC IN COLUMN 4 FOR IIP- 1 MARK

Q3. SELECT RELEVANT IIP INITIATIVE FOR EFFECTIVE CURRICULUM IMPLEMENTATION IN COLUMN 5- 2 MARKS

Q4 SCHEDULE THE IIP INITIATIVE IN COLUMN 6- 1MARK

Q5.STATE THE PO AND CO ATTAINED THROUGH IIP INITIATIVE.- 2 MARK

1 2 3 4 5. 6 7
S. COMPANY COURSE & SEM TOPIC MONTH AND PO AND CO
N. IIP INITIATIVE WEEK ATTAINED
FROM TO

1 SOLAR POWER ENVIRONMENT Features of Once in CO1:

Hand Shaking
PLANT CONSERVATION solar Every Year PO1,PO2
CHARANKA AND HAZARD thermal and (March) CO2: PO1
MANAGEMENT PV CO5: PO2
SEM : 1

1. Invitation in
stack holder
systems meet
 2.Letter of
thanks for
industrial visit

2 PATEL DC MACHINE Single Phase 1.Letter of Across the CO1:

TANSFORMER AND Transformer thanks for semester PO1,PO2
TRANSFORMERS industrial visit (September) CO2: PO1
Sem 3 2.Few final CO5: PO2
year projects
guidance

3 AROMA POLYPHASE Fractional 1.Letter of May CO1: PO12

PUMP TRANSFORME HP Motor thanks for CO2: PO8
RS AND industrial visit CO5: PO3
ROTATING AC Internship to
MACHINES students as SIP
Sem 4 Summer intern

4 GEB Transmission Substations Simple 1.Throughout CO1:

SUBSTATIO and distribution interaction the year PO1,PO2
N 220Kv of electrical 2.Minimum CO2: PO1
power once in a CO5:
Sem 4 semester PO2,PO3
Microprocessor
*Solving of
and Controller
industrial
Applications
problem
 Sem 5 *Final year
project
Switchgear and assessment
Protection
Sem 6

*Providinglogi
stic supportfor
their eventslike
interview.

*Seminar and
expert talk

*Complementary
Supply of some
industrialtools
and itemsby
industry
forlaboratories.

Note:
CO1- Study of industry problems
CO2-Examine the structure and procedures for projects and industry
CO3-Analyze structure and procedure for projects and industry
CO4-Conduct investigations of complex problem
CO5-Develop solutions/project for industry need and provide solutions.

PO1- Engineering knowledge

PO2-problem analysis
PO3-Design/development of solutions
PO4- Conduct investigations of complex problems
PO8-Ethics
PO12-lifelong learning

National institute of Technical Teachers‘Training and Research, Bhopal

Innovative Teaching Techniques in Science and Engineering (IP-08)
Task 16: Project methods of learning

Name of the participant: Nilam B. Panchal

Designation: Assistant Professor
Name of the institute: Government Engineering College, Modasa
Task 16: State title of at least three minor/micro projects for the courses you are teaching to achieve the
course outcomes.

Time 30 minutes
Marks 10 Marks

Task 16 :State title of at least three major projects which you assign in final year to students of your
programme and map them with the programme outcomes and programme specific outcomes
SL Title of the major Po Po2 Po3 Po4 Po5 Po6 Po7 Po8 Po9 Po10 Po11 Po12 PSO1 Pso2
No project 1

1. PREPAID
ENERGY
METER USING
GSM

2 2 1 3 1

2 3 3 2 3 2 2 3
TECHNOLOGY

2. POWER
FACTOR
IMPROVEMET
USING
1 1 1 1
3 3 2 3 2 3 2 2 3

CAPACITOR

3 AUTOMATIC 2
WASHING
MACHINE 2 1 1
1
USING
SOLAR
ENERGY 2 2 2 2 3 2 2 3

Time 30 minutes
Marks 10 Marks
Task 3 Develop monitoring schedule along with activities and time of monitoring, and criteria of monitoring at each stage. You may
use following format.

Stages of major project Date of Criteria of monitoring Remark

Sl No
progress monitoring

*Team formation
*Team Size vs Title of project

*Basic engineering and branch specific

Group Formation and knowledge
Week01
Project Title Selection

1.
* Applicability of title like social
relevance, sustainability etc.

* Type of title, product, process, model,

prototype etc.
 *No. of reviewed papers/ documents

Literature Review and Week04 * Quality of literature

2. problem definition * Clarity of the problem

*interpretation of problem

*Used media for design

3.

Project design with circuit Week07 * Clarity of block diagram

and components *Clarity of circuits and accessories
*Budget

*Rating and quality of components

Week08

4.

Components Purchase *Cost of components

*Market survey

5. *Use of instruments and experiment

 Component Testing and Week09 practices
initiation of assembling

* Troubleshooting
*Leadership, teamwork

Hands Practice on PCB * Troubleshooting

and Programming /
hardware assembling (Pre-
Assembling
Stage)

6. Week11
* Leadership, teamwork

* Project management

* Communication skills (Verbal and non-

verbal)

7.

Final Presentation and Week14

defense SEMESTER-05 * Teamwork and leadership
* Ethics

8. Summarization of work
*Involvement in progress till date
done till date
*Contribution as team members
 (Presentation with guide) Week02

*Smoothness of progress
Progress in assembling Week04
9. *Challenges in assembling
and troubleshooting - I
*Troubleshooting of challenges

*Smoothness of progress
Progress in assembling Week07
10. *Challenges in assembling
and troubleshooting - II
*Troubleshooting of challenges

*Verification of expected result

*Time needed for completion
*Quality of work
*Any strong modification requirement
11.

Progress in assembling Week09

and troubleshooting - III

12. *Verification of expected result

*Time needed for completion
*Quality of work
*Any strong modification requirement

Pre-final review with Week11

report *Format of report with font, grammar and
presentation
 (In-line approach with given format)

* Communication skills (Verbal and non-

verbal)

13.

Final Presentation and Week14 * Teamwork and leadership

defense SEMESTER-06 * Applicability
* Desired vs actual output
* Ethics

Time 30 minutes
Marks 10 Marks
 Task 17, Individual Task

Curriculum analysis for effective implementation

1. Task description: You are required to carry out curriculum analysis for effective implementation of
the subject which you are teaching or you have taught. Please do for three topics only.

2. Time Duration - 60 Minutes,

3. Format of Task -
1. Name of the : Nilam B. Panchal
faculty &
Roll No

2. Name of the : Government Engineering College, Modasa

Institute

1. Name of : Basic Year/ 1 Discipline: Electrical

electrical Semeste
engineering r

Subject/
Course
 1. Name of the : Nilam B. Panchal
faculty &
Roll No

Unit Cou Unit wise Teac Teac Resour Teacher Student Assess
No rse session hing hing ce ment
Outcome method
s to be
used

activity activity
and Outc Metho aids s/
ome d Major

Unit
Name Equip
ment
requir
e

*Listenin
g the *Clas
teac s
Unit I Session
herw Test
Prepa Outcom Conven Board Class
es: ith (form
re tional and notes/O ative)
atte
Electri (Chalk Chalk/ nline *Gai
ntio
cal and Compu Videos, ning
SO1.1 - n.
plan Talk)/ ter ppt the *Universit
Electric
Identify *Answe
Online atten
al layout three ring the y Exam
tion
Installat and types Classr questio (Summativ
*Disc
ions testin of oom ns. e)
uss
g drawin *Taking
samp
report gs notes
le
: *Drawing
case.
(Wiri
*Draw
1. Name of the : Nilam B. Panchal
faculty &
Roll No

ng all three
Diagr types of
for am) diagram
buildin .
g and *In
(Schem betw
compl
atic een
exes
Diagra aski
m) ng *Liste
(Layout quest ning
) Class ions the
Board notes/O to teach
Conven and nline assu er
tional Chalk/ Videos, re with
(Chalk Compu ppt attenti
and ter on. *Ask
attentivel *Answe to
Talk)/
y. ring the draw
Online samef
questio
Classr orothe
ns.
oom r
*Trying
to draw sampl
diagram ecasei
s n
SO1.2 classr
Interpre oom
ting (forma
*Aski
thegive tive)
ng
n
questi *Ask
drawing
ons question
*Solvi in class
ng test
queri (formati
es ve)

*Suggesti *Universit
ng y Exam
1. Name of the : Nilam B. Panchal
faculty &
Roll No

* Proje * Sho *Observ *Class

ctor wing ing Test(for
SO1.3 Conven Board Sam present mative)
Prepare tional and ple ation
testing (Chalk Chalk/ Blackbo repor and
and t listening
and Compu ard *Universit
supervis /Online * Explai teacher. y Exam
ory Talk)/ ter
Videos, ning (Both (Summativ
report Online variou channel
Classr ppt e)
s parts used)*A
oom to be nswerin
filled g the
with question
sampl s.
e case *Trying
* In to relate
betw the
concept
een with own
aski residenc
ng e
quest
ions
toret
ain

Board
Calcula and attention *Cl
*Relate
tion of Chalk . ass
previou Tes
examp
*Black s t
le knowle
board (for
dge to ma
*Calcul underst tive
*Class ating and )
note sample exampl
SO1.4 exampl e.
Selecti es *Try to
1. Name of the : Nilam B. Panchal
faculty &
Roll No

ng calculate
electric the other
al examples
/Online * Asking *Universit
accessor Videos, student y Exam
*Liste
ies such ppt to (Summativ
ning
as main Board calculate e)
the
cable,
and few. teach
main Conven
Chalk/ er
switch tional
Compu with
and (Chalk
ter attenti
and on.
Talk)/ *Answe
Circuit * Proje *Gai *Cl
Online ctor ning ring the ass
breaker questio
s Classr the Tes
oom atten ns.
t
*Taking
Blackbo tion notes (for
ard *Disc ma
/Online uss tive
Videos, samp )
le
ppt
case.
*Discu *Universit
ss all y Exam
three (Summativ
types
e)
ofcas
es.
*In
betwe
en
asking
SO.1.5
questio
Illumina
tion ns.t
oassur
e
1. Name of the : Nilam B. Panchal
faculty &
Roll No

require attentivel
ment y
for
differen
t cases

SO1.5

Practic
al
Outcom
es:

LE1.1
NITTTR, Bhopal/IP-08/ Induction Phase II /July-Aug 2021Page 1

L.E.1.1- *Team
Prepare work
layout Group Any Panandpaper/ Facilita *Rubrics
for given activit buildi Online classroom tor, for
case y in ng of coach, *Proble process
with labor instit moder m based and
load, atory ute/ ator learning product
deman sessi Onlin
*Pan, paper and
d, on/ e
sample format of
rating Comp class power company
of uter room Facilita * Filling
safety forma
tor,
t *Verifi
device Indivi Supe *Multimeter coach cation
* Rel
and dual rvisor ating of
size of activit and Panandpaper with filled
cable yat test sam report
and home repor plec
wires. t ase
*Asking
L.E.1.2- questions
Prepar *Testing about
e with procedur
testing multimet e
and
Facilita er followed
supervi
tor,
sory
report coach,
for Group moder
given activit Any ator *Rubrics
case *Team
conside work
ring
safety
y in buildi *Proble for
labor ng of m based process
aspects atory instit learning and
. sessi ute product
on.

L.E.1.3-
Design
illumina
tion
scheme
for
given
case

*R
ubr
Af Lab All NIL All the * icsf
fe Activit the specifi Valuing or
cti pro
ve
ies speci ed aids feedbac
ce
d and fied used k and
dur
o classr aids for practicin
m e
oom used classr g as per obs
ai
n
discus for oom instructi erv
O sions class and ons. atio
ut room laborat ns
co and ory
m
labor sessio
e:
1. atory ns Offcampu
F sessi s/
industry
oll ons NIL observati
o ons
w * Valuing
th feedback *
e and Allocation
Lab
sa
fet
Activiti *Contin practicing of new
es and uous as per case study
y
rul classro All feedbac instructio or project
om k for ns on
es the
fo discus specif nurturin electrical
r sions ied g skills safety.
el aids
ec used
tri for
ca classr
l oom
in and
st labor
all atory
ati sessi
on
ons

2.
Apprec
iate
and
promot
 e the
electric
al
safety
norms
in
routine
life

*G *Listeni
ng the *Cla
aini
tea ss
Unit II Ap Sessio Conve Boar Class notes/Online ng
ch Test
Funda ply n ntional d Videos,ppt the
menta Outco er (for
th (Chal and att
ls mes: wit mati
e ent
k and Chal h ve)
ba ion
Talk)/ k/ att
sic *Di
Onlin Com scu ent
rul
e puter ss ion *Universi
es
an SO2.1 Class sa . ty Exam
d State room mp *Ans (Summati
and le werin ve)
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 Induction Phase II IP -8, Week II, Task - 18

Title of e content: Transformers

Learning outcomes (to be achieved through e content)

1. Demonstrate an understanding of principle of operation.

2. Demonstrate an understanding of construction of singlephase transformer (core and
shell type).
(Learning Material with following suggestive heading. As per the title of e
content you may add , modify or delete the heading)

1.0 Introduction (Heading 1)

A transformer is defined as a passive electrical device that transfers electrical energy from
one circuit to another through the process of electromagnetic induction. It is most commonly
used to increase (‘step up’) or decrease (‘step down’) voltage levels between circuits.

2.0 Working Principle of Transformer (Heading 2)

The working principle of a transformer is very simple. Mutual induction between two or more
windings (also known as coils) allows for electrical energy to be transferred between circuits. This
principle is explained in further detail below.
Transformer Theory
Say you have one winding (also known as a coil) which is supplied by an alternating electrical
source. The alternating current through the winding produces a continually changing and alternating
flux that surrounds the winding. If another winding is brought close to this winding, some portion of
this alternating flux will link with the second winding. As this flux is continually changing in its
amplitude and direction, there must be a changing flux linkage in the second winding or
coil.According to Faraday’s law of electromagnetic induction, there will be an EMF induced in the
second winding. If the circuit of this secondary winding is closed, then a current will flow through it.
This is the basic working principle of a transformer. Let us use electrical symbols to help visualize
this. The winding which receives electrical power from the source is known as the ‘primary winding’.
In the diagram below this is the ‘First Coil’.

The winding which gives the desired output voltage due to mutual induction is commonly known as the
‘secondary winding’. This is the ‘Second Coil’ in the diagram above.
A transformer that increases voltage between the primary to secondary windings is defined as a step-up
transformer. Conversely, a transformer that decreases voltage between the primary to secondary windings is
defined as a step-down transformer.
Whether the transformer increases or decreases the voltage level depends on the relative number of turns
between the primary and secondary side of the transformer.
If there are more turns on the primary coil than the secondary coil than the voltage will decrease (step
down).If there are less turns on the primary coil than the secondary coil than the voltage will increase (step
up).While the diagram of the transformer above is theoretically possible in an ideal transformer – it is not
very practical. This is because in the open air only a very tiny portion of the flux produced from the first coil
will link with the second coil. So the current that flows through the closed circuit connected to the secondary
winding will be extremely small (and difficult to measure).The rate of change of flux linkage depends upon
the amount of linked flux with the second winding. So ideally almost all of the flux of primary winding should
link to the secondary winding. This is effectively and efficiently done by using a core type transformer. This
provides a low reluctance path common to both of the windings.

The purpose of the transformer core is to provide a low reluctance path, through which the
maximum amount of flux produced by the primary winding is passed through and linked with the
secondary winding. The current that initially passes through the transformer when it is switched on
is known as the transformer inrush current. If you would prefer an animated explanation, below is a
video explaining exactly how a transformer works:

What is a Transformer And How Do They Work? | Transformer Working Principle | Electrical4U -
YouTube

3.0 Transformer Parts And Construction

The three main parts of a transformer:
1) Primary Winding of Transformer
2) Magnetic Core of Transformer
3) Secondary Winding of Transformer
Primary Winding of Transformer:
Which produces magnetic flux when it is connected to an electrical source.
Magnetic Core of Transformer:
The magnetic flux produced by the primary winding, that will pass through this low reluctance path
linked with secondary winding and create a closed magnetic circuit.
Secondary Winding of Transformer:
The flux, produced by primary winding, passes through the core, will link with the secondary
winding. This winding also wounds on the same core and gives the desired output of the
transformer

Where:

● VP – is the Primary Voltage

● VS – is the Secondary Voltage
● NP – is the Number of Primary Windings
● NS – is the Number of Secondary Windings
● Φ (phi) – is the Flux Linkage
Notice that the two coil windings are not electrically connected but are only linked magnetically. A
single-phase transformer can operate to either increase or decrease the voltage applied to the
primary winding. When a transformer is used to “increase” the voltage on its secondary winding
with respect to the primary, it is called a Step-up transformer. When it is used to “decrease” the
voltage on the secondary winding with respect to the primary it is called a Step-down transformer.
However, a third condition exists in which a transformer produces the same voltage on its
secondary as is applied to its primary winding. In other words, its output is identical with respect to
voltage, current and power transferred. This type of transformer is called an “Impedance
Transformer” and is mainly used for impedance matching or the isolation of adjoining electrical
circuits.
The difference in voltage between the primary and the secondary windings is achieved by changing
the number of coil turns in the primary winding ( NP ) compared to the number of coil turns on the
secondary winding ( NS ).
As the transformer is basically a linear device, a ratio now exists between the number of turns of the
primary coil divided by the number of turns of the secondary coil. This ratio, called the ratio of
transformation, more commonly known as a transformers “turns ratio”, ( TR ). This turns ratio value
dictates the operation of the transformer and the corresponding voltage available on the secondary
winding.
It is necessary to know the ratio of the number of turns of wire on the primary winding compared to
the secondary winding. The turns ratio, which has no units, compares the two windings in order and
is written with a colon, such as 3:1 (3-to-1). This means in this example, that if there are 3 volts on
the primary winding there will be 1 volt on the secondary winding, 3 volts-to-1 volt. Then we can
see that if the ratio between the number of turns changes the resulting voltages must also change
by the same ratio, and this is true.
Transformers are all about “ratios”. The ratio of the primary to the secondary, the ratio of the input
to the output, and the turns ratio of any given transformer will be the same as its voltage ratio. In
other words for a transformer: “turns ratio = voltage ratio”. The actual number of turns of wire on
any winding is generally not important, just the turns ratio and this relationship is given as:

A Transformers Turns Ratio

Assuming an ideal transformer and the phase angles: ΦP ≡ ΦS

Note that the order of the numbers when expressing transformers turns ratio value is very
important as the turns ratio 3:1 expresses a very different transformer relationship and output
voltage than one in which the turns ratio is given as: 1:3.

4.0 Summary
A transformer consists of two coils: a primary winding and a secondary winding.
● An AC voltage is put across the primary winding, inducing a voltage in the secondary winding.
● Transformers allow an AC signal to be transferred from one circuit to another.
● Transformers allow stepping up, stepping down, or passing the signal unchanged.
● Transformers are designed to operate at certain frequencies.
● The turns ratio determines whether a transformer is used to step up, step down, or pass voltage
unchanged.
● The ratio of secondary to primary voltage is equal
to the ratio of secondary to primary turns.
● A transformer that produces a secondary voltage greater than its primary voltage is called a step-
up transformer.
● The turns ratio of a step-up transformer is always greater than 1.
● A transformer that produces a secondary voltage less than its primary voltage is called a step-
down transformer.
● The turns ratio of a step-down transformer is always less than 1.
● The amount the voltage is stepped up or down is determined by the turns ratio.

5.0 Discussion questions

1) What is the operating principle of a Transformer?
2) What is the transformation ratio of a transformer?
3) On what theory the principal of operation of a transformer is based?

6.0 References

Annexure 1Assignment (clearly specifying the task to be completed, time

allocation, total marks)
https://docs.google.com/document/d/1F6KW69ix8a_sKsW2bIzjxaJuJy3_bipUwwKl5lAk1h4/edit?
usp=sharing
Annexure 2On Line quiz on google form (Minimum 5 questions). Paste google
form link. Attach PDF file of online quiz of google form as
annexure.
https://docs.google.com/forms/d/e/
1FAIpQLSep5vhrIJsnJ_zb7wCGydKY1HKReksszjwUXoZ0AdfZvsFbgw/viewform?
usp=sf_link

Task 19

1. Identify relevant content from the identified course for Role play/ games w.r.t.
PO's, PSO's, competencies and CO's
2. Name of the Group members ( with Roll . No.) :

1. 2. 3.

4. 5. 6.

● Content with identified method

Name of Year Deg/ Content from the Metho Relevant PO's, PSO's,
the Course / Diplom course for Role d competencies and CO's
S.N
Sem a Play(RP)/ (RP/
O
Educational EG)
Game(EG)
1 Basic 1st Degree RP Basic knowledge about
Electrical Kirchhoff's Law will be
Engineerin Kirchhoff's gained by the students.
g Law
2 Basic 1st Degree EG Students will gain basic
Electrical knowledge about 3 phase
Engineerin Electrical power and it’s
g Power measurement techniques

3 Basic 1st Degree RP Students will gain basic

Electrical knowledge about single
Engineerin Transformer phase and three phase
g s transformers

4 Basic 1st Degree RP

Electrical 1. Students will gain basic
Engineerin Electrical knowledge about various
g Safety protective device and
earthing system.
2. Students will gain basic
knowledge about
protective device and
earthing system will be
highly useful for public
health and safety
.

Task -20: Case Study Method

(A Case is the realistic description of an occurrence or a sequence of coherent events that

represent notable change or problem-solving process in the given situational setting. It
includes the analysis of situations, determining the relationships and patterns between
them, diagnosing the difficulties, issues and trends, critical examination etc.)

1. Task Title/Description
(a) Identify relevant COs for developing a case wrt POs, PSO &COs.
(b) Design a case study for the identified content.

2. Format for the given task:

Branch: Electrical Subject and Subject code:

____________________________________
Year/Semester: 1 Degree/Diploma: Degree

Title of the Selected Topic/content AC Circuits

Write down identified COs

1. Understand and analyse phasor diagram and waveforms for purely resistive, purely inductive
and purely capacitive as well as series and parallel R-L, R-C & R-L-C circuits and also circuit
Resonance.
2. Understand concepts of Real, Reactive & apparent power and Power factor. Understand 3-
phase supply and star and delta connection and their relationships. Power measurement by
wattmeter

Write the STEM/BODY of the Case Study:

There was a first laboratory session on 28th January 2019 of the 1st semester electrical
engineering student for the subject of Basic Electrical Engineering. As laboratory session
was started two groups of students entered in the laboratory. The group –A started the
3-phase power measurement and doing practical on it. The other group B were seating
on the bench and waited for their faculty. Mr.Kunal was the laboratory in charge. The 3-
phase power measurement will be helpful to the students for lifelong learning like how to
measure power and other parameters.
As students started the practical without permission some spark was produced in one of
the phase and it burned out. One of the students got injuries because he was stood
nearby practical setup. Mr.Kunal came and calls ambulance for injured students. Then
Mr.Kunal informed the Head of the department about this incidence

Write the relevant Questions (2 or 3) to reflect the attainment of selected

COs.

1. In which laboratory accident was occurs?

2. What are the different reasons should be there for accruing accident?
3. What are the different steps required for minimising such types of incidence?

Write down the relevant POs:

 PO1.Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.
PO2. Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
PO5. Modern tool usage:Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex engineering
activities with an understanding of the limitations.
PO12. Life-long learning:Recognize the need for, and have the preparation and ability to engage
in independent and life-long learning in the broadest context of technological change .

Induction Phase-II, INDIVIDUAL TASK NO 21

Name of the Participant- Nilam B. Panchal

Task- Prepare a proposal for organizing any one co-curricular activity (Seminar,
National & International Conference, paper Contests, Professional Society Activities,
etc. ) and then Submit it.

Proposal for Organizing Co-curricular Activity

1. Title of the Co-curricular Activity:

Proposal for organizing seminar onFlexible Photovoltaic Technology

Learning Outcomes/Skills developed:

1. Student will gain knowledge of solar pv system as an engineering specialization to the

solution of engineering problem.
2. Student will able to design solar pv system components to society and environment.
3. Student will use different electrical equipments of solar pv system in industry.

Resources Required –
1) Seminar hall

2) Multimedia projector

3) Remote mike system

4) Chairs and table

Budget Requirement (give break-up):

 Expert charge : - 4000/-

 Food and Accommodation : - 2500/-
 Stationary and Material : - 1500/-
 Total : - 8000/
Plan for Organization:

 Venue: Government Engineering College, Modasa Assembly Hall

 Date: 3/8/2021
 Last date for registration: 1/8/2021, 11:59 PM
 Registration
link:https://docs.google.com/forms/d/e/1FAIpQLSea339q4HyliVk2yrpILj5Vj_r4S7jOo
F5i9i1_PcsmYGh0pQ/viewform?usp=sf_link
 Time: 11:00am to 5:00pm
 Sponsoring agencies: Directorate of Technical Education

Event breaks up:

10:30am to 11:00am – Introduction and welcome ceremony
11:00am to 01:00pm – Presentation
01:00pm to 01:30pm - Lunch 01:30pm to 03:30pm – Practical
03:30pm to 05:00pm- Closing of ceremony
 Task -22, Individual Task
Prepare a brief plan for effective industrial training

Name of Participant: Nilam B Panchal

Name of Institute: Government Engineering College, Modasa

Task Title/Description
This is an individual task. You are required to prepare a brief plan for effective industrial training
of students of 4 weeks duration.
Time Duration: 30 Minutes

Format of Task

1.0 List out the POs that are addressed through Industrial Training

1. Engineering Knowledge: Utilize the basic knowledge in mathematics, science and engineering in
the field of Engineering.
2. Problem Analysis: Identify, formulate and solve complex problems to achieve
demonstrated conclusions using mathematical principles and engineering sciences.
3. Design/Development of Solutions: Design system components that meet the requirement
of public safety and offer solutions to the societal and environmental concerns.
4. Conduct Investigations of Complex Problems: Apply research-based knowledge to
design and conduct experiments, analyze, synthesize and interpret the data pertaining to
engineering problems and arrive at valid conclusions.
 5. Modern Tool Usage: Construct, choose and apply the techniques, resources and modern
engineering tools required for engineering applications.
6. The Engineer and Society: Apply the contextual knowledge to assess societal, health,
safety and cultural issues and endure the consequent responsibilities relevant to the
professional engineering practice.
7. Environment and Sustainability: Examine the impact of engineering solutions in global
and environmental contexts and utilize the knowledge for sustained development.
8. Ethics: Develop consciousness of professional, ethical and social responsibilities as
experts in the field of Engineering.
9. Individual and Team Work: Perform effectively as a member/leader in multidisciplinary
teams.
10. Communication: Communicate the engineering activities to engineering society for
documentation and presentation.
11. Project Management and Finance: Demonstrate knowledge and understanding of the
engineering and management principles to manage projects in multidisciplinary
environment.
12. Life-long Learning: Demonstrate resourcefulness for contemporary issues and lifelong
learning.

2.0 List out the COs for Industrial training

1. Identify the problem by consulting appropriate stack holders

2. Create well define problem statement having detail objectives of social impact, environment,
safety and security, legal aspects etc by doing survey of existing solutions.
3. Perform technical analysis of problem with suitable tools and technology applicable to stages of
system development life cycle.
4. Design an innovative solution using novel approach.
5. Develop Project Given by stack holder
6. Apply various testing methods to find out bugs and errors
7. Execute final version of Project
8. Demonstrate an ability to present and defend their work to panel of experts

3.0 Suggestive Plan of Industrial Training

S. Activities Time Resource Responsibilit Formats

No Duration s y of person to be
 Required (From develope
Institute - d
faculty, staff
From
industry)
Before the Industrial Training
1 Preliminary visit to the 1 Week Vehicle To ensure
industry student find a
proper training
facility and get
proper
guidance
regarding the
training
2 Documentation With 1 Week Internet To ensure General
Industries and students are instructio
Laptop, properly ns and
printer enrolled in the Training
desired letter.
training facility
with proper
problem
definition
During the Industrial Training
1 Preparing students 1 Week Internet Finalizing the Google
training placement and problem Forms
charts Laptop, statement
and
printer
preparing a
work chart
for the
duration of
the training
2 Monitoring Visits Weekly visit Vehicle & To get updates Weekly/
during the Public of students’ Monthly
course of Transport progress student
training during their progress
training and report
providing
assistance if
required
After the industrial Training
1 Report Preparation 2 Weeks Internet Help students Project
and in preparing report
Laptop, the training according
printer report to
university
 format
2 Final Assessment 1/2 Days Internet Perform
and assessment of Assessme
Laptop, the student nt Report
Projector based on their
final work and
report
submission

4.0 Prepare any 2 formats suggested in above plan of Industrial Training (Attach
these as Annexure)

5.0 Assessment scheme

Sl. No. Particulars Weightage
Training report 40%

1.

Seminar presentation 10%

2.

Viva-voce 20%

3.

Maintaining Daily dairy or log book 10%

4.

Report/feedback from industry & Institute supervisor 20%

5.

Total 100%

Grading scheme
Sl. No. Grade %
 A - grade – Excellent Above 80%

1.

B Grade – Good 71 % to 80%

2.

C Grade – Fair 50 to 70%

3.

D Grade – Average Less than 50%

4.

Annexure
Format 1.

StudentLogbook
Date Task StudentsSignature GuideSignature

Format 2.

CONTINUOUS ASSESSMENT CARD

COLLEGE NAME:

COLLEGE CODE:

SUBJECT NAME:

SUBJECT CODE: SEMESTER:

BRANCH: ACADEMIC YEAR:

TEAM NAME: TEAM ID:

PROJECT TITLE/DOMAIN:

SR. NO. TEAM MEMBER’S NAME ENROLLMENT NO.

INTERNAL GUIDE NAME:

INTERNAL GUIDE SIGN:

MONTHLY ASSESSMENT - 1 (DATE: / / )

1. Why students/team have taken above mentioned domain? (Please specify the
reason) (Note: For more content or information, one may attach additional pages to
thiscard.)

2. How frequently student team has gone for observation on field, mention with date,
place, time etc.? Which are the key observations that they havenoticed?
3. A. How many interactions/interviews team members havedone?

B. Who are the user and various stakeholders on domain? Describe their
persona (Name, age, occupation/education, roles and responsibility etc.)

C. List out the questions asked by team while having observation and
interview?
4. What is something special/random/unusual (i.e. activity, environment,
interaction,object or user) team have observed at the domain? Please elaborate the
conditions with photographs ifavailable.

5. Enlist any five major problems observed by your team in the respective domain.
Mention any one for which you have empathize user the most and which might
become your problem statement. Give reasons of selection of particular problem/issue
based on empathy.

6. Define your “PROBLEM DEFINITION” for the project as per below format. Which
might be refine till end of Ideation phase if youwish.
MONTHLY ASSESSMENT – II (DATE: / / )

1. Explain briefly Ideation thought process and efforts of your team to reach ideas
forlisted problems.

2. Enlist any five effective ideas to address the probable listed problems withreason.

3. Explain the most effective possible solution proposed for theproblem.

4. Explain the features, functions and working principles/technology/pattern of

your proposedsolution.
 5. Enlist major advantages and disadvantages (atleast three) of the proposedsolution.

6. Briefly mention refinement on PDC based on User/Stakeholder’s feedback onyour concept.

SUGESTIONS BY GUIDE

GIT/ACCREDITATION/DESIGN ENGINEERING/Student Logbook _R1 www.git.org.in

 Induction Programme (Phase-II) Week-I

National Institute of Technical Teachers Training & Research, Bhopal M,P

INDIVIDUAL TASK NO 23
Name of the Participant- Nilam B. Panchal Roll Number : Not assigned
Title of Program: HS-8, Induction ProgrammePhase-II, Duration: 26/7/2021 to 6/8/202021
Venue: On- Line ITP through NITTTR Bhopal. Date of Task: 5/ 08/2021

Task- Prepare a self-professional development plan. Present and then Submit it.
Plan for Self-Professional Development
Step 1: Write any six important goals to achieve.

1. Expertise in teaching learning skill , technical skill and it deliver to students

2. More Interactive session
3. Stay Healthy
4. Complete PhD
5. Financially stable
6. Well being

Step 2: Observe the above list carefully and select any one goal which is the
most important to you and that you will first work on

1. Expertise in teaching learning skill , technical skill and it deliver to students

Step 3: Set a Target Date as Dead Line: 3 Years

I am committing 100% to achieve this goal: YES
If I achieve this goal, then I shall give myself the reward of: Satisfaction
Step 4: Carry out SWOT analysis of yourself and accordingly list down the
strengths that can help you to attain the goal

1. Strength:
 Committed workforce
 Hardworking
 Creativity
 Reliability
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 Honesty
2. Weakness:
 Aging workforce: difficult to retain specialist knowledge and skills
 Resources needed
 Language

3. Opportunities:
 Study environment
 technology
 support
4. Threats:
 Obstacles
 Language

Step 5: Create a list of Do’s and Don’t

SN Start Doing Stop Doing

1. Brainstorm what needs to happen

Giving up before you seeing results

2. Planning Avoid distraction

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SN Start Doing Stop Doing

3. Come up with an action plan Lack of commitment

4. Learn to lead

Evaluate how the plan is working

5.

Step 6: Prepare the list of the skills that are essential to be developed in you for
the attainment of the goal

1. Learn to lead
2. Planning
3. Construct a positive environment
4. Practice more

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5. Never stop optimizing

6. End each day in reflection

Step 7: Suggest at least 3-5 most worthy actions that will be undertaken by you
to articulate your goal within before the target date decided earlier.
Action1Brainstorm what needs to happen
Action2 Come up with an action plan
Action3Build a success mindset

Step 8: Write the name/s of the person/organization, that may help you to
attain your goal

1. Government Engineering College, Modasa

2. NPTEL technical course
3. Training on technical course
4. Professional agency

Step 9: Prepare the list of things that need improvement and Write down things that you need to improve
and delineate new strategies that needs to be adopted for the attainment of the goal.

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SN What’s working well What do I need to change

(my accomplishment) (Improve)

1 Curriculum based learning Improving efficiency for using new

teaching tools and techniques.
2 Evaluation Apply Outcome base learning and
teaching method
3 Intellectual aim Apply lifelong learning ability for teachers,
student
4 Teaching strategy Apply technology enable learning

Task 24 on Professional Ethics and Values:

Name of the Participant: Nilam B. Panchal
Email Address of Participant: [email protected]

Task 24
Identify atleast 05 titles of the activities to be undertaken under the banner of Professional Ethics and
Values to encourage students to adhere to ethical practices.
1) Title : Honesty
Brief of activity planned( ~4-5 lines):

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 By becoming honest teacher we can become their role model for honesty. Also by making trust on
them.

2)Title: Integrity
Brief of activity planned(`4-5 Lines) :
 Infuse integrity into the classroom culture

 By responding appropriately when cheating occurs

 Counselling : Help students believe in themselves.

3)Title: Accountability
Brief of activity planned(`4-5 Lines) :
 By Creating a positive environment

 Instructions method: Set high standards and clear expectations

 Flip classroom: Help students learn to self-assess their work

4)Title: Obedience to the Law

Brief of activity planned(`4-5 Lines) :
 Teaching: Explain the purpose of obeying the laws

 By becoming role model

 Penalties / Punishment

5)Title: Respectfulness
Brief of activity planned(`4-5 Lines) :
 Roll Play Method

 By giving respect to your senior we can give an example to the students.

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